Abstract
ABSTRACT This study aimed to discuss the influence of teachers’ organizational silence on job performance and the serial mediation effect of psychological empowerment – organizational commitment. This research surveyed 564 primary and secondary school teachers in China through questionnaires. The quantitative analysis shows that teachers’ organizational silence significantly negatively correlates with job performance, indifferent silence negatively predicts job performance, and acquiescent silence positively predicts contextual performance. Psychological empowerment and organizational affective commitment respectively have a mediation effect, and the chain mechanism of teachers’ psychological empowerment – organizational affective commitment has a full mediation effect on the relationship between teachers’ organizational silence and job performance.
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